A half day discussion with school teams on inclusion at the middle school level.

1. 2014-­‐15
L.I.F.
Focus
Improving
Learning
For
All
Crea%ng
Schools
and
Classrooms
Where
All
Students
Belong
MIddle
Faye
Brownlie
www.slideshare.net

2. Learning Intentions:
• We
have
reviewed
our
journey
to
date.
• We
have
grown
our
ways
of
collecDng
and
using
informaDon
on
our
students
to
make
class
learning
plans
from
class
reviews.
• We
have
polished
our
mental
models
of
learning
frameworks.
• We
have
new
ideas
of
HOW
to
collaborate
in
co-­‐
teaching.
• We
are
leaving
with
a
revised
school
plan
of
acDon.

3. Big Ideas…
As
a
school
community
we
want
to
work
together
to
meet
the
needs
of
all
students.
Inclusion
is
not
a
special
educaDon
model;
it
is
a
school
model.
As
professionals
we
want
to
constantly
examine
and
refine
our
pracDce.
CollaboraDve
problem-­‐solving
and
teaching
results
in
new
ideas,
new
products
and
a
feeling
of
connecDon.
Our
students
conDnue
to
change
and
learn
and
their
needs,
just
like
the
school’s,
will
change
over
the
course
of
the
year.
Brownlie
&
Schnellert
It’s
All
About
Thinking

4. Your
Plan
• Examine
your
plan
from
last
year
– What’s
working?
– What’s
not?
– What’s
next?

5. C
Class
Review
-­‐gathering
informaDon
-­‐strengths-­‐based
-­‐acDon
oriented

6. Gr
8
core
team
–
4
teachers,
1
.5
RT
• Strengths
– EnergeDc
– Dynamic
and
strong
– Self-­‐moDvated,
leadership
potenDal
– All
hand
in
math
assignments
– Work
well
as
a
group
–
no
anger
– Like
to
read

7. • Needs
– Overly
dynamic
personaliDes
that
tend
to
squash
others
– Few
students
constantly
disrupt
with
their
enthusiasm
– Significant
lack
of
math
basic
skills
(1/3)
– Need
social
Dme
– Only
want
to
work
with
friends
– Don’t
like
science
much

8. • Goals
– Learn
to
work
with
all
others
– Risk
taking
rather
than
having
to
be
safely
right
– Community
building
in
English/Language
Arts
– 3
students
with
behavior
challenges
tend
to
hold
the
class
hostage
– Thinking
more
deeply
– Independent
quesDoning
–
rely
on
teacher
quesDons

9. • Decisions
– QuesDoning
from
pictures
–
in
science
and
in
social
studies
– Building
thoughbul
responses
in
English/Language
Arts
–
teacher
model,
build
criteria,
students
write
to
criteria
and
get
feedback
– Quick
partners
(speed
daDng)
in
all
classes
–
2
minutes/3
minutes
– Build
class
code
of
conduct
and
have
students
self-­‐
assess
and
set
goals

10. Rationale for Collaboration:
• By
sharing
our
collec%ve
knowledge
about
the
whole
class
and
developing
a
plan
of
ac%on
based
on
this,
we
can
beAer
meet
the
needs
of
all
students.

11. Goal:
• to
support
students
to
be
successful
learners
in
the
classroom
environment

12. A Key Belief
• When
interven%on
is
focused
on
classroom
support
it
improves
each
student’s
ability
and
opportunity
to
learn
effec%vely/successfully
in
the
classroom.

13. No plan, No point

14. Co-teachers:
When two teachers are in the room,
they can…
• Work
from
a
plan
based
on
students’
strengths
and
needs
• Differen%ate
instruc%on
• Use
AFL
strategies
to
assess
understanding
• Increase
par%cipa%on
of
all
students
• Decrease
behavioral
challenges
• Focus
aAen%on
• Increase
student
independence
• Teach
self-­‐regula%on
• Model
posi%ve,
strengths-­‐based
language
• Talk
to
each
other
about
what
they
are
learning
about
their
students

15. Co-Teaching Models
(Teaching in Tandem – Effective Co-Teaching in the Inclusive Classroom – Wilson
& Blednick, 2011, ASCD)
• 1
teach,
1
support
• Parallel
groups
• Sta%on
teaching
• 1
large
group;
1
small
group
• Teaming

16. 1
Teach,
1
Support
• most
frequently
done,
least
planning
• advantage:
focus,
1:1
feedback,
if
alternate
roles,
no
one
has
the
advantage
or
looks
like
the
real
teacher,
can
capitalize
one
1’s
strengths
and
build
professional
capacity
• possible
piRall:
easiest
to
go
off
the
rails
and
have
one
teacher
feel
as
an
‘extra
pair
of
hands’,
no
specific
task
(buzzing
radiator)

17. 1 Teach, 1 Support: Examples
• demonstra%ng
a
new
strategy
so
BOTH
teachers
can
use
it
the
next
day
–
e.g.,
think
aloud,
ques%oning
from
pictures

18. Close
Reading/Building
Background
Knowledge
Armstrong
–
Cassandra
Alexandra,
gr.
7
Text:
Square
and
Fair
(Reading
and
Responding,
6)
• Modeled
think
aloud
F
• Collected
students
‘noDces’
F
• In
partners,
read
next
chunk
Both
F
and
A
• Collected
strategies
• Repeat
• Write
around
together
with
one
statement
• Ticket
out
the
door:
one
thing
that
struck
you

19. Square
and
Fair
Discover
how
fair
trade
chocolate
helps
kids
around
the
world.
The
BiAer
Truth
about
Chocolate
It’s
the
world’s
favourite
sweet
treat.
We
eat
three
million
tonnes
of
it
every
year.
But
most
farmers
and
their
families
who
grow
the
cocoa
beans
to
make
our
beloved
chocolate
are
desperately
poor.

20. Many,
many
people
around
the
world
grow
cocoa,
so
farmers
cannot
demand
a
fair
price
for
their
crop.
Big
companies
that
buy
cocoa
can
shop
around
unDl
they
find
farmers
who
will
sell
their
crop
cheap.

21. Parallel
Groups
• both
teachers
take
about
half
the
class
and
teach
the
same
thing.
• must
be
co-­‐planned,
requires
trust
in
each
other,
• must
each
know
the
content
and
the
strategies.
• advantage:
half
class
size
-­‐
more
personal
contact,
more
individual
aAen%on

22. Parallel group: Examples
• Fishbowl:
inside/outside
circle

23. Inquiry Circles on Mesopotamia
• Fishbowl
of
inquiry
circles
– Read
to
find
what’s
important
and/or
interesDng
and
defend
with
2
pieces
of
evidence
-­‐
“because”
• With
Sue
Jackson,
Minnekhada

24. • Co-­‐create
criteria
for
effecDve
group
• Assign
students
to
topic
groups
• Students
read
to
choose
‘the
best
invenDon’
• In
groups,
each
talks
by
supporDng
his/her
opinion
with
evidence

25. Sta%on
Teaching
• mostly
small
groups,
more
individual
aAen%on,
• each
teacher
has
2
groups,
1
working
independently
at
a
sta%on
or
wri%ng,
1
working
directly
with
the
teacher.
• Requires
student
self
regula%on
(which
needs
to
be
taught)
and
planning
for
meaningful
engagement.

26. Station Teaching: Examples
• Calcula%onna%on.nctm.org
– Both
monitoring
pairs
of
students
• Literature
circles
or
informa%on
circles:
each
teacher
is
working
with
one
group
while
the
other
groups
work
independently
or
as
individuals.

27. 1
Large
Group,
1
Small
Group
• advantage:
either
teacher
can
work
with
either
group,
can
provide
tutorial,
intensive,
individual
• possible
piRall:
don’t
want
same
kids
always
in
the
‘get
help’
group

28. Large group, small group: Examples
• One
runs
the
wri%ng
workshop,
while
the
second
holds
small
group
edi%ng
conferences.
• A^er
the
introduc%on
of
the
math
lesson,
one
monitors
and
supports
the
larger
group,
while
the
other
con%nues
to
teach
a
smaller
group
who
need
addi%onal
support.
• One
group
in
informa%on
circles
needs
more
support
so
a^er
the
whole
group
intro,
one
teacher
stays
with
this
group
while
the
other
monitors
and
supports
the
remaining
4-­‐5
groups

29. Graphic Novels

30. Graphic Novels

32. Tales

33. Teaming
• most
seamless.
• co-­‐planned
• teachers
take
alternate
roles
and
lead-­‐taking
as
the
lesson
proceeds.
• advantages:
capitalizes
on
both
teachers’
strengths,
models
collabora%on
teaching/learning
to
students,
can
adjust
instruc%on
readily
based
on
student
need,
flexible
• possible
piRalls:
trust
and
skill
• Most
o^en
in
whole
class
instruc%on
and
could
be
followed
up
with
any
of
the
other
four
co-­‐teaching
models

34. • What
can
you
try?
• How
does
this
informaDon
match
with
your
school/team
goals?
• How
can
you
share
this
with
others
at
your
school?

35. • Trust
your
professional
experDse
• Collaborate:
2
heads
are
bemer
than
1
• Respond
to
the
needs
of
your
students
• NO
program
exists
that
can
replace
YOU!!!